Topic b6 Suggested Teaching Hours and Outline Scheme of Work

GCSE (9–1) Gateway Science Biology A
© OCR 2021 1 Version 1.1 June 2020
This scheme of work was originally generated by OCR’s Scheme of Work Builder. OCR is not responsible for the content of this scheme of work once it has been created and/or edited.
GCSE (9–1) Gateway Science Biology A Planning Support
Introduction
This support material is designed to accompany the OCR GCSE (9-1) specification for first teaching from September
2016 for:
 Biology A (Gateway Science – J247)
 Combined Science A (Gateway Science – J250)
The Planning Guidance table on the following pages sets out suggested teaching times for the topics within the
specification. Note that we always recommend that individual centres plan their schemes of work according to their
individual needs. Actual teaching times for topics will depend on the amount of practical work done within each topic
and the emphasis placed on development of practical skills in various areas, as well as use of contexts, case studies
and other work to support depth of understanding and application of knowledge and understanding. It will also depend
on the level of prior knowledge and understanding that learners bring to the course.
The table follows the order of the topics in the specification. It is not implied that centres teach the specification topics
in the order shown, centres are free to teach the specification in the order that suites them.
Delivery guides
The column ‘Delivery guides’ refers to individual teacher guides available from the GCSE (9–1) Biology A and
Combined Science A qualification pages.
These Delivery guides provide further guidance and suggestions for teaching of individual topics, including links to a
range of activities that may be used and guidance on resolving common misconceptions.
Practical work
Specification topic p7 (Practical skills) is not included explicitly in the Planning Guidance table. The expectation is that
the practical skills are developed throughout the course and in support of conceptual understanding.
Suggestions for where the PAG techniques can be are included throughout the table. This is by no means an
exhaustive list of potential practical activities.
Total teaching hours = 120 hours / 84 hours
Outline Scheme of Work: B6: Global Challenges

Suggested teaching time for chapter: 4 hours biology / 3 hours combined science
B6.1 Monitoring and maintaining the environment
Lesson Statements Teaching activities Notes
1 B6.1a explain how Starter From the Key Stage 3

to carry out a field Programme of Study:
investigation into How many organisms live in the school garden/grounds or local park?
the distribution How could we find out?
and abundance of The interdependence of
organisms in a organisms in an
Main
habitat and how to ecosystem, including
determine their food webs and insect
Introduce sampling techniques and explain how the following techniques are used to measure the abundance of organisms: pollinated crops.
numbers in a given
area
Quadrats
Transects
Pooter
Sweep nets
Kick sampling
Tree beating
Students work in groups to investigate the abundance of common plants such as daisies and dandelions in the school
garden/field/local park. Use data to calculate the estimated population size.  PAG: Sampling
techniques suggestion
PAG Activity – Sampling Techniques - Suggestion 2 2: Investigation of
ecological sampling
Using transects worksheet: http://www.ocr.org.uk/qualifications/gcse-gateway-science-suite-biology-a-j247-from-2016/ methods
delivery-guide/Images/123-368273-lr2-v3-rw.docx
Teacher notes: http://www.ocr.org.uk/qualifications/gcse-gateway-science-suite-biology-a-j247-from-2016/delivery-guide/
Images/123-368289-tr2-v3-rw.docx
The following websites give instructions on how to carry out random sampling: Ensure students
Nuffield Foundation – Biodiversity in your backyard! understand the
SAPS – Questions about quadrats difference between
random and non-
random sampling.
Paper-based activity for taking random quadrat samples to investigate the distribution and abundance of organisms in two
areas (sunny and shaded or more/less trampling by foot) used in the case of poor weather or as an extension task –
Student worksheet
Images/123-368285-tr1-v2-rw.docx
Explain how to use identification keys including branched and numbered.
Plenary
Students complete an identification key in pairs.
Homework
Design an investigation to find the number of insects in your garden.
2 B6.1a explain how Starter

to carry out a field
investigation into Discuss pitfall traps and how they are used to sample organisms.
the distribution
and abundance of Main
organisms in a
habitat and how to Pros and cons of the pitfall trap sampling technique.
determine their
Demonstrate how to set up a pitfall trap.
numbers in a given
area
Students investigate the number of organisms in the school garden/field/local park using pitfall traps.
Record class data in a table and plot a bar graph of the results.
PAG: Sampling
PAG Activity – Sampling techniques – Suggestion 1: http://www.ocr.org.uk/Images/324538-pag-activity-biology-sampling- techniques suggestion
techniques-suggestion-1.docx 1: Investigation of
ecological sampling
Plenary methods
Calculations using data from PAG activity.
Homework
Card sort: Student sheet and teacher instructions.
3 B6.1b describe Starter From the Key Stage 3

both positive and Programme of Study:
negative Tropical rainforests have the highest biodiversity in the world. What does biodiversity mean?
human interactions How organisms affect
Discussion on the importance of biodiversity e.g. food, shelter, medicines etc. and are affected by, their
within
environment, including
ecosystems and Main accumulation of toxic
explain their impact
Explain how biodiversity is lost by deforestation, agriculture, pollution, hunting and fishing. materials.
on biodiversity
Investigate the effect of palm oil plantation on the orang-utan population in Sumatra.
Students use their information to create a newspaper article on the effect of palm oil plantation on orang-utans.
Watch the following videos and discuss what can be done to save the orang-utans:
The Problem with Palm Oil video
Protect Paradise: An animation about Palm Oil
Plenary
Questions for students to answer in pairs/groups.

http://www.ocr.org.uk/qualifications/gcse-gateway-science-suite-biology-a-j247-from-2016/delivery-guide/Images/123-
368284-lr6-v2-rw.docx
Teacher notes and answers to questions:
368299-tr6-v2-rw.docx
Homework
Look in your kitchen cupboards at home and look at the ‘ingredients’ section of a product. Record any products which
contain palm oil.
4 B6.1c explain some Starter

of the benefits and Which species is most at risk of extinction: polar bear, snow leopard, black rhino or giant panda? From the Key Stage 3
challenges of Programme of Study:
maintaining local Main
and Define conservation.
global biodiversity Students make a mind map of the different methods used to maintain biodiversity.
Captive breeding debate: split the class into two groups; for and against captive breeding. Changes in environment
may leave individuals
Research endangered species and make a poster on the conservation methods used to save the species.
within a species, and
some entire species, less
Plenary well adapted to compete
successfully and
Students present their posters to the rest of the class. reproduce, which in turn
Biodiversity quiz: https://www.khanacademy.org/science/biology?t=practice may lead to extinction.
Homework
Find out what ‘Ecotourism’ is and how it helps maintain biodiversity in Snowdonia, Wales.
5 B6.1d Starter
evaluate the Discuss the meaning of ‘indicator species’.

evidence for the
impact of Main
environmental
changes Describe the use of indicator species to monitor levels of pollution in different environments.
on the distribution
of organisms,
Indicator species for clean water: mayfly larva, freshwater shrimp, stonefly larva.
with reference to
water and Indicator species for polluted water: water louse, sludge worm, rat tailed maggot.
atmospheric
gases Sample freshwater invertebrates from local water e.g. school pond.
Describe how lichen can be used as an indicator species for pollution levels in air.
Students survey local area for different types of lichen:

Record the abundance of lichen (crusty lichen, leafy lichen and bushy lichen) found in area.
Compare the results from each area and explain your findings.
Plenary
Card sort: students group organisms into most and least polluted water indicator species.
Homework
Raw sewage is dumped into a river; name organisms that you would expect to be found near the sewage pipe where the
sewage is spilling out.
Additional remote learning opportunities

As a response to the Covid-19 outbreak, additional online learning opportunities were identified for each topic in June 2020.
Lesson Statement Teaching activities
1&2 B6.1a This virtual experiment links well with PAG B3: Sampling techniques. There is a video of the practical, along
with an interactive version and a quiz for students to complete.
3&4 B6.1b & B6.1c This video is a time-lapse series of satellite images, showing the deforestation of the Amazon rainforest.
Forest is shown in dark green, while cleared areas are pale yellow (bare ground) or light green (crops and
pastures). This second video discusses biodiversity and the effect of human impact on it.
5 B6.1d This video shows the ways humans are having an impact on biodiversity, including through climate change.
This TED talk relates the greenhouse effect to the carbon cycle and a game of tetris. This is a good resource
to reinforce learning, and links well with GCSE Chemistry.
Outline Scheme of Work: B6: Global Challenges

Suggested teaching time for chapter: 4 hours biology / 3 hours combined science
B6.2 Feeding the human race
1 B6.2a Starter From the Key Stage 3

Programme of Study:
describe some of How many people are there in the world?
The impact of plant
the biological http://www.worldometers.info/world-population/ reproduction through
factors Discuss the problems that could occur if the human population continues to grow at this rapid rate. insect pollination in
affecting levels of human food security.
food security Main
Define ‘food security’ and discuss factors which threaten food security including increasing human population, changing diets,
climate change, pests and pathogens.
Mind map for students to annotate
Discuss methods of increasing food production.

Outline the differences between intensive and organic farming.
Intensive vs. organic: student debate.
Plenary
Intensive vs. organic: student vote.
Homework
Find out what the estimated human population will be in 2050. Do you think we will be able to produce enough food to feed
the human population in 2050?
2 B6.2b Starter
describe and Activity on the issues of food production and the effect of the growing population.
explain some http://www.ocr.org.uk/qualifications/gcse-gateway-science-suite-biology-a-j247-from-2016/delivery-guide/Images/123-
possible 367747-lr1-v2.docx
agricultural Students sort cards into true or false.
solutions to the Teacher guide for activity: http://www.ocr.org.uk/qualifications/gcse-gateway-science-suite-biology-a-j247-from-2016/delivery-
demands guide/Images/123-367761-tr1-v3.docx
of the growing
human population Main
Define sustainable food production and describe:

Fish quotas
Use of natural fertilisers and crop rotation
Biological control e.g. ladybirds eat aphids
Hydroponics
Students work in groups to research the four main methods of sustainable food production and fill in the boxes on the
following worksheet: http://www.ocr.org.uk/qualifications/gcse-gateway-science-suite-biology-a-j247-from-2016/delivery-
guide/Images/123-367752-lr4-v2.docx
Useful websites for the above task. can be found in this teacher guide.
Optional practical: Hydroponic vs. Soil.
Plenary
Students present their work to the rest of the class and peer mark each other’s presentations.
Homework
Investigate the pros and cons of fish farming.
3 B6.2c explain the Starter From the Key Stage 3

impact of the Discuss the variety of dogs and how they have changed over the years. Programme of Study:
selective The following video can be used: What 100 years of selective breeding has done to dogs
breeding of food Heredity as the process
plants and by which genetic
Main information is transmitted
domesticated Define selective breeding and describe examples e.g. cows, sheep and wheat. from one generation to
animals
Explain the advantages and disadvantages of selective breeding. the next.
Class discussion: http://www.ocr.org.uk/qualifications/gcse-gateway-science-suite-biology-a-j247-from-2016/delivery-guide/
Images/123-367754-lr6-v2.pptx
367782-tr6-v3.docx
Plenary
Revision quiz to summarise learning.
Homework
Exam style question on selective breeding.
4 B6.2d describe Starter

genetic engineering
as a Revision quiz.
process which
involves modifying Main
the
Introduce the idea of genetic engineering using genetically modified (GM) organisms such as fluorescent rats, glow fish,
genome of an golden rice etc.
organism to
introduce Discuss the benefits and risks of genetic engineering.
desirable Bang goes the theory activities – including card sort, worksheets, ethical considerations and extension tasks:
characteristics
Plenary
The ‘Hot Seat game’ – students randomly chosen to ask each other’s questions.
Homework
Before genetic engineering was developed, pigs were used to produce insulin. Research the benefits of producing insulin
using genetically engineered bacteria.
5 B6.2e describe the Starter

main steps in the
process Recap on the structure of DNA and discuss products of genetic engineering e.g. insulin, human growth hormone.
of genetic
engineering Main
Explain the steps involved in genetically engineering.
Create displays of the process of genetic engineering. Art/craft resources such as Plasticine, wool, pipe-cleaners, straws,
card etc. Digital cameras/video recorders can be used to take snapshots of each stage of the process. Student can either
use one image for each statement to make a storyboard/cartoon describing the process, or can take numerous snapshots
and put together a moving 'film' that can be shown to the class whilst each stage is narrated by students from the group.
Gene technology pack – worksheets, ethical considerations, extension tasks and answers included:
Plenary
Put the statements in order and answer the questions: http://www.ocr.org.uk/qualifications/gcse-gateway-science-suite-
biology-a-j247-from-2016/delivery-guide/Images/123-367766-lr8-v3.docx
Homework
Complete the worksheet ‘The issues behind Genetic engineering’ in the gene technology pack:
http://www.ocr.org.uk/Images/222368-gene-technology-topic-exploration-pack.docx
6 B6.2f explain some Starter

of the possible
benefits Photograph of a genetically modified (GM) tomato and a non-GM tomato. Ask students which one they would buy and why?
and risks of using
gene technology in
Main
modern agriculture
Define ‘biotechnology’.
B6.2g Describe examples of genetically modified plants including:
Golden rice, Bt corn, tomatoes with longer shelf life.
describe and
explain some
possible Discuss the benefits and risks of genetically modified plants.
biotechnological
solutions to the The following video outlines the pros and cons of GM crops.
demands of the
growing human
Students sort cards into two groups- arguments for genetic modification and arguments against it:
population
http://www.ocr.org.uk/Images/261240-agriculture-topic-exploration-pack-learner-activity-7.doc
Plenary
Student vote/debate on GM crops. The teacher guide here has useful tips for how to carry out a classroom debate, and topic
ideas for the debate.
Homework
Research golden rice and describe the benefits/risks of the genetically engineered plant.

1 B6.2a This is a documentary about food security that students can watch to learn about this issue in context.
3&4 B6.2c & B6.2d This video compares selective breeding and genetic engineering and can be used by students to reinforce
learning.
6 B6.2f & B6.2g This interactive multiple choice quiz can be used to review genetic engineering and benefits and risks. There
are also other topics available. This quiz and stimulus materials could be used by students to learn about
some of the advantages and disadvantages of genetic engineering.
B6.3 Monitoring and maintaining health
1 B6.3a describe the Starter

relationship
between health Define the meaning of the word ‘disease’.
and disease
Main
Two categories of disease:
Communicable – chicken pox, Ebola, flu.

Non-communicable – diabetes, cancer, arthritis.
Define ‘Pathogen’.
Student sort the statements into communicable and non-communicable diseases.

Images/123-367972-tr1-v3.docx
Plenary
Make glossary on all the key words in the B6 topic so far.
Homework
Find out what the most deadly disease to humans is.
2 B6.3b describe Starter

different types of
diseases Chicken pox, measles, HIV, athlete’s foot, cancer, diabetes. Students group the diseases into communicable and non-
communicable.
Main
Students work in groups to research a disease.
Find out the following:
Type of microbe pathogen which causes the disease e.g. bacteria, fungus etc.
Symptoms of disease
How the disease is spread
Can the disease be treated?
How many cases of the disease are there in the UK/world?
Plenary
Students share their findings to the rest of the class.
Homework
Students investigate swine flu transmission.
3 B6.3c describe the Starter

interactions
between different Watch video and discuss transmission of disease: https://www.youtube.com/watch?v=ulK9XUd_hh8
types of disease
Main
Describe diseases in plants and animals caused by:
Viruses – HIV, HPV and cervical cancer

Bacteria – tuberculosis
Fungus- athletes foot
Protist- malaria
The following videos can be used:

Malaria
Ebola
Cholera
Plenary
Use the information sheets to complete the mind map on the spread of communicable disease.
Mind map template: http://www.ocr.org.uk/qualifications/gcse-gateway-science-suite-biology-a-j247-from-2016/delivery-
guide/Images/123-367968-lr2-v3.docx
Information sheet: http://www.ocr.org.uk/qualifications/gcse-gateway-science-suite-biology-a-j247-from-2016/delivery-guide/
Homework
Investigate the effectiveness of the HPV vaccine in preventing cervical cancer.
4 B6.3d explain how Starter

communicable
diseases (caused Discuss the effect of the HPV vaccine on cervical cancer.
by viruses,
bacteria, protists Main
and fungi) are
spread in animals
and plants Describe the different ways disease can be spread including:
Skin
Food and drink
Air
Sexual intercourse
Vectors
Explain how pathogens cause disease, describing incubation period.
Students work in groups to carry out an experiment to investigate the abundance of microbes in the classroom.
Equipment needed: Swabs, agar plates, disinfectant as a spray and a solution in a beaker adhesive tape.
1. Choose areas in the class room to test and swab the area.
2. Place each swab onto an agar plate.
3. Seal agar plate appropriately using adhesive tape.
4. Leave agar plates at room temperature for a few days and observe microbial growth.
Plenary
Think of five ways to prevent the spread of disease.
Homework
Find out who Ignaz Semmelweis was and how he prevented the spread of disease.
5 B6.3e explain how Starter

the spread of Observe agar plates from previous lesson and determine which area in the classroom contains the highest abundance of microbes.
communicable Discuss Ignaz Semmelweis and how he prevented the spread of disease. (antiseptics and Puerpural fever)
diseases may be
reduced or Main
prevented in Describe the different ways to prevent the spread of disease:
animals and plants
Covering your mouth and nose when you cough/sneeze.
Not touching infected human/animals.
Using protection during sexual intercourse.
Not sharing needles.
Washing hands.
Cooking food properly.
Drinking clean water.
Protection from animal bites.
Practical activity: Students investigate the effectiveness of various antibacterial products e.g. hand soap, antibacterial hand gel etc.
Equipment:
Agar plates spread with bacteria.
Antibacterial products
Distilled water
Swabs
Adhesive tape
Marker pens
Student work in groups to:

1. Mark 4 equal areas on the petri dish using a marker pen.
2. Place measured amounts of different antibacterial products onto each of the 3 areas of the petri dish.
3. Ensure you keep one quarter of the pertri dish spare for distilled water to act as a control.
4. Use adhesive tape to seal petri dish appropriately and leave for a few days at room temperature.
Plenary
Revision quiz on topic so far.
Homework
Complete worksheet.
6 B6.3f describe a Starter

minimum of one
common human Observe results on agar plates from the previous lesson.
Infection, one plant
disease and
sexually Main
transmitted
infections in Discuss and investigate:
humans including Common human infections including athlete’s foot, food poisoning.
HIV/AIDS Plant diseases such as: Tobacco mosaic virus, Dutch elm disease, Agrobacterium tumefaciens, powdery mildew.
Sexually transmitted infections such as: HIV/AIDS, chlamydia, gonorrhoea, and genital herpes.
The following video can be used:

HIV/AIDS
Students research plant diseases and create an information leaflet for farmers. The leaflet will explain causes of the disease,
symptoms and steps to control the spread of the disease..
Optional practical: How healthy are your trees?
Student notes: http://www.saps.org.uk/attachments/article/1277/SAPS%20-%20How%20healthy%20are%20your%20trees

%20-%20student%20notes.doc
Teacher notes: http://www.saps.org.uk/attachments/article/1277/SAPS%20-%20How%20healthy%20are%20your%20trees

%20-%20teacher%20notes.doc
Plenary
True/false quiz.
7 B6.3g Starter
describe physical Show students a variety of plants (e.g. cacti). How do pants defend themselves against disease?
plant defence
responses
to disease Main
B6.3h Define physical defences: cuticle and cell wall.

Build a 3D model leaf section and extension tasks: http://www.ocr.org.uk/Images/221757-plant-disease-topic-exploration-
describe chemical pack-teacher-pack.pdf
plant defence
responses Define chemical defences:
Insecticides, antibacterial and antifungal compounds, cyanide.
Student complete exam question on plant defences: https://www.tes.com/teaching-resource/new-ocr-a-level-biology-

communicable-diseases-11289035
Plenary
Key word bingo.
Homework
Complete plant diseases worksheet (found in the resources at this link): https://www.tes.com/teaching-resource/new-ocr-a-
level-biology-communicable-diseases-11289035
8 B6.3i Starter
describe different How do we know if a plant is diseased?

ways plant
diseases can Main
be detected and
identified, in the Explain how plant diseases can be detected both in the field and laboratory:
lab and
in the field
Observation – show students examples/photographs of diseased plants.
Microscopy
DNA analysis
Identification of antigens
Plant disease detectives:

Students work in groups to fill in the following worksheets: http://www.saps.org.uk/secondary/teaching-resources/1362-plant-
disease-detectives
Plenary
C’est la vie game: http://www.ocr.org.uk/Images/267041-plant-diseases-lesson-element.docx
Homework
Research task, with teacher instructions.
9 B6.3k describe the Starter

non-specific
defence systems How do we stop pathogens getting into the body?
of the human body
against pathogens Main
Explain the body’s non-specific defence system including:
Skin, stomach acid, cilia and mucus in airways, nasal hairs and tears.
Students label and annotate diagram of body.
How mucus keeps us healthy - video.

Students read worksheet and answer the questions: https://www.tes.com/teaching-resource/immune-response-6325698
Plenary
Revision quiz on mini whiteboards.
Homework
Investigate the foot and mouth disease outbreak in the UK and describe the measures that were taken to prevent the spread
of disease.
10 B6.3j explain how Starter

white blood cells
and platelets are Recap non-specific immune system.
adapted to their
defence functions
in the blood Main
Describe the role of platelets in blood clotting. Explain how a scab is formed.
B6.3l explain the
role of the immune Define ‘antigen’ and ‘antibodies’.
system of the Describe the roles of white blood cells:
human body in Phagocytes and lymphocytes.
defence against
disease Students label diagrams of each type of white blood cell.
Define the word ‘immunity’.
Students work in groups to write a play showing how the body defends itself against microorganisms once they have entered
the body: http://www.ocr.org.uk/qualifications/gcse-gateway-science-suite-biology-a-j247-from-2016/delivery-guide/Images/
123-367982-tr4-v3.docx
Plays performed to the rest of the class.
White blood cells attacking and engulfing sperm cells - video.
Plenary
Students can comment on what they liked about each play (content and performance) as well as constructive comments for
improvements.
Homework
Create a comic strip on the action of white blood cells in defending the body from microorganisms.
11 B6.3m Starter
describe how Recap quiz on the immune system.

monoclonal
antibodies are Main
produced
B6.3n Introduce monoclonal antibodies (using diagrams) and how they are produced.
describe some of Card sort and use statements to make a cartoon strip: http://www.ocr.org.uk/qualifications/gcse-gateway-science-suite-
the ways in which biology-a-j247-from-2016/delivery-guide/Images/123-367971-lr5-v3.docx
monoclonal Teacher notes: http://www.ocr.org.uk/qualifications/gcse-gateway-science-suite-biology-a-j247-from-2016/delivery-guide/
antibodies can be Images/123-367983-tr5-v3.docx
used
Explain how monoclonal antibodies are used in pregnancy testing, detecting diseases (e.g. prostate cancer) and potentially
treating disease (targeting cancer cells).
Worksheet on pregnancy testing: http://www.ocr.org.uk/qualifications/gcse-gateway-science-suite-biology-a-j247-from-2016/

delivery-guide/Images/123-367976-lr6-v3.docx
Plenary
Key word quiz.
Homework
Investigate and find evidence of treating cancer with monoclonal antibodies.
12 B6.3o Starter
Explain the use of
vaccines and What is a vaccine?
medicines in
the prevention and Main
treatment of
disease
Describe what vaccines are and how they are used to prevent disease.
Explain which vaccines children have at different ages.
Students make a flow chart of the vaccines children receive at different ages.
Discuss successful vaccination programmes e.g. whooping cough.

How we conquered the deadly smallpox virus - video.
Students answer questions on page 229 of the OCR Gateway GCSE Biology textbook.
Describe how pathogens are killed by:

Antiseptics
Antivirals
Antibiotics
Plenary
Shelia has chicken pox, she goes to the doctor to ask for antibiotics. The doctor does not give her antibiotics. Can you
explain why?
Homework
Investigate the pros and cons of vaccination; do you think children should be routinely vaccinated?
13 B6.3p Starter

explain the aseptic Show a picture of a laboratory and ask students identify the areas of poor hygiene.
techniques used in
culturing organisms Main
Describe and demonstrate aseptic technique.

Discuss the meaning of ‘sterile’.
Students work in pairs to carry out aseptic technique in the lab.

PAG Activity – Microbiological techniques – Suggestion 1
Plenary
Statement sort: antiseptics, antibiotics and antivirals: http://www.ocr.org.uk/qualifications/gcse-gateway-science-suite-biology-

a-j247-from-2016/delivery-guide/Images/123-367987-tr7-v3.docx
Homework
Find out more about a new medicine that is currently undergoing clinical trials. Write notes on the stages of its production
and potential for treating disease.
14 B6.3q describe the Starter

processes of
discovery and Who was Alexander Fleming and what did he contribute to Science?
development of
potential new Main
medicines
Describe the process of how new drugs can be discovered using the example of Alexander Fleming and Penicillin.
Discuss the stages of how new drugs are tested.
Define ‘placebo’ and the ‘placebo effect’.
Students construct flow chart of the stages in drug testing using the following statements: https://www.tes.com/teaching-
resource/how-are-medicinal-drugs-tested-11045777
Discuss ethical considerations of drug testing.

Students debate on animal testing.
Documentary on a drug trial that went wrong - video

Students watch documentary, take notes and come up with a conclusion on why the drug trial went wrong.
Plenary
Answer questions on page 233 of the OCR Gateway GCSE Biology textbook.
Homework
Match the key words to their definitions worksheet
15 B6.3r recall that Starter

many non-
communicable State three examples of non-communicable diseases.
human
diseases are Main
caused by the
interaction of a
number of factors Describe symptoms of the following diseases: cardiovascular disease, cancer, bronchitis, liver, cirrhosis, obesity and type 2
diabetes.
Explain how alcohol and smoking tobacco are risk factors for a variety of non-communicable diseases.
Students make an information leaflet on the risks of smoking/drinking too much alcohol.
Risks of smoking video.
Plenary
Quiz on the mini whiteboards to summarise learning.
Homework
Alcohol and tobacco are legal drugs. Research the effect of illegal drugs (e.g. cocaine, heroin) on the body.
16 B6.3s evaluate Starter From the Key Stage 3

some different Programme of Study:
treatments for What is obesity and what is it caused by?
cardiovascular The consequences of
disease imbalances in the diet,
Main including obesity,
starvation and deficiency
Define what cardiovascular disease is and what the risk factors are (smoking, not enough exercise etc.) diseases.
Explain treatments for cardiovascular disease:
Medicines – statins, beta blockers.
Lifestyle changes- Exercising regularly, no smoking.
Surgery – valve replacements, widening partially blocked arteries (stent).
Students work in groups to create a TV advert on lifestyle choices and diet to prevent cardiovascular disease.
Present TV adverts to peers in class.
Plenary
Peer marking of adverts.
Homework
A patient has cardiovascular disease and obesity. S/he struggles to exercise due to painful joints. S/he has already had an
angioplasty to widening her/his arteries. What treatment do you recommend for her/him?
17 B6.3t analyse the Starter

effect of lifestyle
factors Map of the UK showing the incidence of cardiovascular disease (CVD). Students identify areas with the highest and lowest
on the incidence of incidence of CVD using this data from British Heart Foundation.
non-communicable
diseases at local, Main
national and global
levels Discuss the incidence of non-communicable diseases (NCD) at local, national and global levels.
Analyse and explain data correlations between lifestyle factors and incidence of non-communicable diseases:
http://www.who.int/topics/noncommunicable_diseases/en/
Worksheet on analysing data: https://www.tes.com/teaching-resource/b7-1-non-communicable-diseases-11443655
Plenary
Revision quiz.
Homework
Research a NCD and write a fact sheet on it, include a table/graph to support the information.
18 B6.3u describe Starter

cancer as the result
of Recap on mitosis.
changes in cells
that lead to Main
uncontrolled growth
and division
Describe how cancer is caused by uncontrolled cell division.
Students work in groups/pairs to research a type of cancer (e.g. prostate, lung) and find out the following:
Risk factors
Incidence in the UK and the rest of the world.
Treatments
Plenary
Key word bingo
Homework
What type of cancer is the most common in the UK/world?
19 B6.3v discuss Starter

potential benefits
and risks What are stem cells?
associated with the
use of stem cells
in medicine
Main
Define stems cells.
State the differencebetween adult and embryonic stem cells.

Uses for stem cells in medicine
Discuss the risks of using stem cells.
Mini lab-grown organs – video and article

Students complete worksheets about stem cells found here about stem cells
Stem cell ethics discussion activity.
Plenary
Stem cell puzzles: http://www.eurostemcell.org/stem-cell-puzzles
Homework
Stem cells are controversial. Describe why some people agree/disagree with the use of stem cells.
20 B6.3w explain Starter

some of the
possible benefits Recap: What is a gene?
and risks of using What is a genetic disease?
gene technology
in medicine
Main
Describe the process of ‘gene therapy’ in medicine.

Discuss uses of gene therapy e.g. BRCA1 gene mutation in preventing cancer.
Advantages/disadvantages involved in gene therapy.
Students read through newspaper articles on gene therapy.
Students work as a group to write a script for a news broadcast. Each member of the group has different role: presenter,
script writer, journalist, interviewer etc
Cameras can be used to record the news broadcast.
Plenary
Student broadcasts and peer marking/feedback.
Homework
Investigate how gene therapy can be used to save lives now and the potential to save lives in the future.
21 B6.3x discuss the Starter

potential
importance Discuss the ‘Human Genome Project’ and it’s potential for the future of medicine:
for medicine of our http://www.bbc.co.uk/schools/gcsebitesize/science/edexcel_pre_2011/genes/dnarev3.shtml
increasing https://www.genome.gov/human-genome-project
understanding of
the human genome
The race to sequence the human genome – video
Main
Explain the importance of understanding the human genome, including:
Personalised medicines
Gene therapy
Drugs that target disease -causing genes
Locating genes that might be linked to inherited diseases
Discuss the ethics of gene therapy.
Plenary
Recap quiz on the topic.
Homework
Revise for end of topic quiz.
22 Starter
Provide learners with revision time
Main
End of topic quiz
Plenary
Peer mark quiz

2, 3,4 B6.3b & B6.3.d A BBC class clip about bacteria, and how they grow. It also includes bacteria growing on agar plates.
Students can watch the video and complete the worksheet about communicable diseases and how they
spread. There are also answers that students can check themselves against.
10 B6.3j & B6.3l This Amoeba sisters video can be used for independent learning about the immune system. This interactive
website contains information, glossaries, animations and quizzes that students can work through about the
immune system.
11 B6.3m & B6.3n These revision pages and interactive quiz can be used by students to review their learning about monoclonal
antibodies. There are several other revision pages and interactive quizzes on BBC Bitesize that are suitable
for this topic, as well as the rest of the topics in GCSE Biology.
12 & 14 B6.3o & B6.3q This interactive website contains information, glossaries, animations and quizzes that students can work
through independently about medicines and antibiotic resistance.
19 B6.3v Part or all of this presentation could be given to students to learn about the use of stem cells in medicine.
They can use the information to complete the revision page provided or to complete one of their own. It also
recaps information learnt in B2.
20 B6.3w This video recaps genetic engineering. It then goes on to explain gene therapy and talk through pros & cons
of genetic engineering.
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Topic b6 Suggested Teaching Hours and Outline Scheme of Work

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Topic b6 Suggested Teaching Hours and Outline Scheme of Work

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GCSE (9–1) Gateway Science Biology A

© OCR 2021 1 Version 1.1 June 2020

Total teaching hours = 120 hours / 84 hours

© OCR 2021 2 Version 1.1 June 2020

Outline Scheme of Work: B6: Global Challenges

Lesson Statements Teaching activities Notes

1 B6.1a explain how Starter From the Key Stage 3

© OCR 2021 3 Version 1.1 June 2020

Lesson Statements Teaching activities Notes

Explain how to use identification keys including branched and numbered.

Students complete an identification key in pairs.

Design an investigation to find the number of insects in your garden.

© OCR 2021 4 Version 1.1 June 2020

Lesson Statements Teaching activities Notes

2 B6.1a explain how Starter

Calculations using data from PAG activity.

Card sort: Student sheet and teacher instructions.

© OCR 2021 5 Version 1.1 June 2020

Lesson Statements Teaching activities Notes

3 B6.1b describe Starter From the Key Stage 3

Questions for students to answer in pairs/groups.

© OCR 2021 6 Version 1.1 June 2020

Lesson Statements Teaching activities Notes

4 B6.1c explain some Starter

© OCR 2021 7 Version 1.1 June 2020

Lesson Statements Teaching activities Notes

evaluate the Discuss the meaning of ‘indicator species’.

Students survey local area for different types of lichen:

© OCR 2021 8 Version 1.1 June 2020

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Additional remote learning opportunities

© OCR 2021 10 Version 1.1 June 2020

Outline Scheme of Work: B6: Global Challenges

Lesson Statements Teaching activities Notes

1 B6.2a Starter From the Key Stage 3

Discuss methods of increasing food production.

Intensive vs. organic: student vote.

© OCR 2021 11 Version 1.1 June 2020

Lesson Statements Teaching activities Notes

Define sustainable food production and describe:

Optional practical: Hydroponic vs. Soil.

Investigate the pros and cons of fish farming.

© OCR 2021 12 Version 1.1 June 2020

Lesson Statements Teaching activities Notes

3 B6.2c explain the Starter From the Key Stage 3

Revision quiz to summarise learning.

Exam style question on selective breeding.

© OCR 2021 13 Version 1.1 June 2020

Lesson Statements Teaching activities Notes

4 B6.2d describe Starter

© OCR 2021 14 Version 1.1 June 2020

Lesson Statements Teaching activities Notes

5 B6.2e describe the Starter

Explain the steps involved in genetically engineering.

© OCR 2021 15 Version 1.1 June 2020

Lesson Statements Teaching activities Notes

6 B6.2f explain some Starter

© OCR 2021 16 Version 1.1 June 2020

Additional remote learning opportunities

© OCR 2021 17 Version 1.1 June 2020

B6.3 Monitoring and maintaining health

Lesson Statements Teaching activities Notes